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International Journal of Business and Social Science Vol. 1 No. 1; October 2010
Let the Teacher Manage the Challenge of Classroom Management
Fazalur Rahman
Lecturer, Department of Early childhood Education & Elementary Teacher Education ,
Allama Iqbal Open University Islamabad, Pakistan, E-mail: fazalaiou@yahoo.com
Prof Dr Nabi Bux Jumani
Professor, Department of Education,
International Islamic University Islamabad, Pakistan. E-mail: nbjumani@yahoo.com
Abdul Basit
Subject Specialist, GHSS Tarnab Charsadda
Dr Saeedul Hassan Chishti
Assistant Professor, Department of Education,
International Islamic University Islamabad, Pakistan.
Dr Muhammad Ajmal
Lecturer, Department of Distance Education,
Allama Iqbal Open University Islamabad, Pakistan, E-mail:drajmal@aiou.edu.pk
Abstract
Classroom management is an important aspect of teaching learning process. Management is a process of
integrating resources and responsibilities towards the accomplishment of stated goals. The study was designed to
look into the challenge of classroom management by the teacher. Objectives of the study were to examine
classroom management practices at secondary level. Participants of the study consisted of 120 teachers and 240
students. Tools used in the study were questionnaires and teachers’ interview. Separate questionnaire was
developed for teachers and students. It was found that teachers commonly used motivational talk for the
motivation of the students It was concluded that classroom environment was generally satisfactory. The major
problem was over crowdedness in the classrooms. It was recommended that verbal abuse may be avoided by the
teacher. Further teacher may prepare lesson plan and teachers may be trained in use of socio metric techniques
in classroom. The study also recommended that a democratic environment may be encouraged in the classroom
as it has important impact on teaching-learning process.
Key words: Classroom management; secondary teacher; classroom environment
Introduction and Literature Review
Karp (2002, p.1), while describing her philosophy for classroom management plan, says, “ In a classroom, the
students have the right to learn safely and with dignity, just as the teacher has the right to teach safely and with
dignity”. On the other hand, Foutz (2005, p. 3) described that classroom management should be used to meet both
the students’ and the teacher’s needs.
It should be constantly evaluated and re-evaluated in order to maintain an environment that is effective for both
learning and teaching. An effective classroom management plan will enable the students and the teacher to respect
each other. It is important in order for classroom organization and for efficiency in teaching.
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Different researches have defined the concept of classroom management in a different way: Solis (2005, p. 1)
says, “Ideally, classroom management should be a common understanding between the teacher and the students.
It should be an agreed upon model that everyone abides by. In order for classroom management to work
effectively,”.According to Teaching tips (2005, p. 1), “Classroom Management refers to the procedures and
routines that are used to keep the daily business of the classroom running smoothly.”Good classroom
management is really a challenge for a teacher. What are the important aspects of a good classroom management?
How a teacher can manage it effectively? However, according to Emmer, Evertson, Clements and Worsham
(1997, p.111), “good classroom management depends on very careful planning of classroom organization, rules,
procedures and instructions. It also requires active involvement of a teacher in maintaining student cooperation
and compliance with necessary classroom rules and procedures.”
Foutz (2005, p. 3) says, “Effective classroom management begins with the teacher. The teacher must plan well so
that the students will be able to meet their learning and behavior objectives.”Mayeski (2005, p. 1) argued that
creating a safe and orderly environment in the classroom is a survival skill for teachers and optimizes the learning
environment for students. In this regard the role of the teacher as leader is also very crucial. Referring this point,
Ramsey (1999, p.15) stated that the role of an effective leader is to create a climate that welcomes, supports, and
rewards innovative thinking and problem solving.
The key to good classroom management is the use of techniques that increase student cooperation and
involvement in classroom activities and thus avert problems from occurring. There is a strong relationship
between teacher behavior and student behavior. Maximizing the time that students spend in academic activities
can minimize the problems of discipline. It can also be improved by resolving incidents of minor inattention
before they develop into major disruptions.Lack of student discipline, poor classroom management and control,
and disruptive student behavior are some common complaints. Many educators agree that classroom instruction
is greatly affected by classroom management. Creating a close connection of trust, respect and interest with
students is important. Certain attitudes and qualities are basic to successful management as these qualities in
classroom management are effective in preventing problems, and in coping with problems effectively. University
of Nebraska (2005, p. 57) has given keys for classroom arrangement as:
1. Students should be properly seated so that they are able to clearly see chalkboards, screens, presentations
and displays and teachers and students can easily move in the classroom.
2. The teacher should have a place near the front of the room
3. Classroom rules should be clearly posted. Areas should be established to display student work.
Lewis et al (1998) examined part of a school-wide program's management of elementary students' behavior in the
cafeteria, on the playground, and during transitions Results from this intervention did not completely eliminate
problem behaviors; however, it did reduce the number of discipline referrals. Behets (1997) investigated the
effective of teacher’s strategies in relation to student behavior. Behets found that more-effective teachers spent
more time observing students participating/trying out in a new skill versus time on actual instruction.
Colvin & Fernandez (2000) describe the critical factors and procedural steps that an elementary school utilized to
establish a proactive school-wide discipline plan and implement effective behavior support systems. These factors
include; (a) establishing and maintaining the need, (b) forming and maintaining a leadership team, (c) clarifying
roles and expectations for all faculty, (d) developing a data system that is systematically used for decision making,
(e) sustaining a focus to address all components in the system, (f) maintaining a focus to meet evolving needs, (g)
access to consultation from outside support systems, and (h) increasing emphasis on academic support.
Objectives of the Study
Objectives of the study were to:
1. Examine the existing classroom management practices.
2. Identify the classroom management problems.
3. Examine the teacher’s competency and attitude regarding classroom management.
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International Journal of Business and Social Science Vol. 1 No. 1; October 2010
Methodology of the Study
It was a descriptive research. Random cluster sampling technique was used for the purpose of the study. Every
school in the urban area of district Peshawar was taken as a block or unit. In this way the whole population of
teachers and students was divided into blocks or units. Then a sample was selected from these blocks at random.
Equal number of sample was drawn from each of these blocks. The process was aimed at making the aggregate
sample a representative of the different blocks or units, thus increasing the precision of the results. The sample for
teachers comprised of teachers of secondary level in urban schools of district Peshawar. Teachers were selected
by random cluster sampling technique and five teachers were selected from each school. A total of 120 teachers
were selected from these schools. The sample for students was selected from all the students enrolled in
Government High/Higher Secondary Schools for boys in urban area of district Peshawar at secondary level.
Selection of students was also based on random cluster sampling procedure. 10 students were selected from each
th th
school. Thus a total of 240 students of grade 9 and 10 were elected as sample for this study.
Data for this research was collected through questionnaires. Two questionnaires were developed keeping in view
all the important aspects related to classroom management at secondary level. The questionnaire for teachers
consisted of 29 items which was followed by an interview. The questionnaire included the following aspect of
classroom management:
i. Physical conditions of the classroom
ii. Lesson planning by teacher
iii. Teacher behavior about classroom management
While the questionnaire for students consisted of 26 items and it cover the following aspects of classroom
management:
i. General classroom environment
ii. Classroom teaching & Teacher behavior in the classroom
Data Analysis
The instruments used for this study were two questionnaires. A questionnaire for teachers was used to know
various management techniques applied by the teachers and their attitude towards classroom management. It
contained of 60 items and the questionnaire was followed by an interview with the teachers. The other
questionnaire was used for studying the classroom environment and it was administered to students. This
questionnaire contained 41 items having five point rating scale and one open ended question at the end.
Insert table (1) about here
Physical condition of classrooms was found satisfactory. Student furniture was arranged in most classes in rows
and columns. Seats were properly arranged in the classroom but availability of audio visual aids was not
satisfactory. Most of the classrooms were found overcrowded and per student space was not good.
Insert table (2) about here
Despite the fact that teachers were satisfied with the workload, majority of teachers did not prepare lesson plans
for each lesson. Teachers usually spent about five minutes time on opening the period/roll call and about 10
minutes of class time on checking student work. About 15 to 20 minutes of class time was spent on presentation
of lesson/ activity. Table further indicated that teachers gave less than 15 minutes to students for group
work/discussion. For most of the teachers wrap up time was less than three minutes. Table also revealed that
teachers gave about 15-20 minutes of homework to students regularly and regularly checked student assignments.
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It was revealed in the table that students were generally satisfied with the physical environment of the classroom.
Insert table (3) about here
Insert table (4) about here
Insert table (5) about here
Table shows that students endorsed most of teachers’ characteristics regarding their teaching and behavior in the
classroom; however they were of the view that resources in the classroom were not fully utilized. Similarly many
teachers did not properly involve students in the teaching-learning process. Table further indicated that students
preferred democratic attitude and they disliked Verbal abuse. Table indicated that weekly and monthly review of
their lessons was conducted and immediate feedback was provided to students about their performance. Further,
teachers generally maintained some student record in the classroom and they discussed student record with their
parents.
It is further revealed that classroom rules regarding absence, late coming, and behavior during instruction etc were
established. Most teachers had established beginning and end of the period routines and used the strategy of
preventing misbehavior before it occurred. Teachers were generally using extra work, fines and verbal abuse as
punishment technique in the classrooms. Motivational talks were most commonly use technique used for
motivation of the students. The data also revealed that the teachers did not use socio metric techniques.
Discussion
All teachers need to master classroom management techniques in order to establish a successful classroom
environment. Classroom management is linked to curriculum and requires a set of detailed plans for developing
student interest with thought-provoking content.
It is evident from the literature that classroom activities, procedures, school rules and routines, student behavior,
room arrangement, and parent involvement are all essential factors of good management. Research further
revealed that classroom management should take a partnership approach between teacher and students and should
satisfy the needs of both. It is important to create a classroom environment that uses innovative material, method
and knowledge in a positive manner and is able to incorporate new advances in education and learning.
Teachers need to use their knowledge and resources to make the lesson interesting and understandable for
students; they need to manage class time, individual and group interactions, student behavior, and classroom
resources to create a supportive learning environment. This environment should produce creativity, cooperation,
individual growth, social development, parent communication, student interaction, and good behavior. There is a
need for leadership based on knowledge rather than on authority; on intrinsic motivation rather than on extrinsic
motivation; and on preventing problems from occurring rather than punishing students after a problem behavior
has occurred. It is, therefore, necessary to promote and maintain a balanced approach conducive to learning and
growth.
Results of the present study are also some important implication for teachers and teacher educators. Firstly, the
teacher should be a role model for students and instead of using extra work, fines and verbal abuse as punishment
technique in the classroom; they should focus on motivational techniques. It was found that motivational talks
were most commonly used technique by the teachers; however, other motivational techniques may be adopted.
Another important finding of the study was that the teachers did not use socio metric techniques. The teacher
educators may focus this aspect in teacher training.
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